Curriculum & Instruction, MA Ed (English as a Second Language)

Master of Arts in Education Degree in Curriculum and Instruction with a Concentration in English as a Second Language

University of Nebraska at Kearney

  • Fully Online
  • 36
    Credits
  • $315.00
    In-State
  • $444.00
    Out-of-State

Program Overview

The online Master of Arts in Education in Curriculum and Instruction with an emphasis in English as a Second Language program is designed to prepare teachers with best-practice knowledge to develop and assess curricula to maximize student learning. 

Through coursework, students gain: 

  • Knowledge and skill in the design, development and evaluation of school curriculum. 
  • Greater expertise in the area of language acquisition and classroom instruction for English Language Learners.
  • Credentials for career advancement. 

More about the Curriculum and Instruction, MA Ed Program:

The Curriculum and Instruction program is designed to provide educators with the opportunity to gain knowledge and skill in the design, development and evaluation of school curriculum. The program requires four core courses covering areas of research, democracy, diversity and technology in accordance with the College of Education at the University of Nebraska at Kearney. 

Course options are available for students who already have a teaching permit as well as those seeking to qualify for a transitional teaching permit through the Curriculum and Instruction program. 

The Curriculum and Instruction, MA Ed program offers the following specializations: 

  • Early Childhood Education
  • Elementary Education
  • English as a Second Language
  • Instructional Effectiveness
  • Montessori Early Childhood
  • Montessori - Elementary I
  • Reading/Special Education
  • School Librarian
  • Science, Technology, Engineering and Mathematics (STEM)
  • Secondary Education
  • Transitional Certification

Career Outlook: Curriculum specialists support teachers by providing foundation materials for courses and giving constructive feedback on how teachers are implementing those materials. Sometimes they are called instructional coordinators. 

According to the U.S. Bureau of Labor Statistics, the employment of instructional coordinators is projected to grow 11% between 2016 and 2026, faster than the average for all occupations. As states and school districts put greater emphasis on student achievement data, schools may increasingly turn to instructional coordinators to develop better curriculums and improve teachers' effectiveness.

Job openings for ESL teachers are higher in states with larger non-native English populations, such as New York, Florida, California and Texas. While the U.S. Bureau of Labor Statistics does not provide projections specifically for ESL teachers, it does estimate a 6% increase in elementary and high school teacher jobs by 2024.

Admissions and Requirements

To be accepted to this program, you must have:

  1. A Bachelor's degree

  2. 2.75 GPA or above on a 4.0 scale

  3. Official transcripts from all previous schools

  4. A professional biography

NOTE: If you reside in state(s) KY contact a program adviser before applying.

To apply to this program:

  1. Complete and submit the online application for admissions
  2. Pay the $45 non-refundable application fee

Courses You’ll Take

Core Courses

Course NumberCourse NameCredits
FORL 810Second Language Acquisition3
Discussion of the principal theories of language acquisition, the factors which affect the learning of a second language, and the theories of second language pedagogy.
TE 800Education Research3
This introductory online course in educational research focuses on evaluating and interpreting educational research and applying its findings to educational practice.
TE 804Curriculum Development in Multicultural Education3
Students learn to evaluate, create, and implement multicultural lesson plans, unit plans, textbooks, curriculum guides, classroom rules and regulations, and school policies.
TE 803Philosophy of Education3
Survey of the philosophical foundations of western culture and their relation to the development of earlier and contemporary educational philosophies.
TE 826Content Methods & Strategies for Teaching English as a Second Language3
This course has been designed to present content methods and teaching strategies to promote inclusion of English Language Learners (ELLs) in regular K-12 classrooms. As a result of the No Child Left Behind Act (2001) and the school assessments which include English Language Learners, mainstream and ESL teachers face increasingly demanding accountability standards. In most cases, ELLs are tested on content areas after one year in school. In other words, ELLs can no longer be treated as "invisible" students. The issue of access to knowledge, one of the bedrocks in the renewed teacher education program at UNK, critical for schools facing these accountability standards. This course will also focus on the twin goals of helping ELLs learn social (BICS) and academic (CALPS) English while providing content instruction. These are daunting tasks and as any ESL teacher will tell you, these goals are not always achieved because of the many compromises forced upon students and teachers by an educational system that has traditionally not had to deal with linguistic diversity.
TE 825English Language Learners: Culture, Civil Rights & Advocacy3
The purpose of this course is to provide graduate students seeking the English as a Second Language Endorsement the opportunity to explore the changing demographics underlying the presence of language minority students in the public schools, the acculturation process, the terminology of second language education, immigration issues for English Language Learners students (ELLs), and the federal and state laws that impact ELLs and their families. Special attention is given to identifying the attitudes, skills, and behaviors which the teacher needs to develop a welcoming classroom and school climate in which ELLs can learn and become a part of the community. This course will hopefully transform graduate students to act as effective advocates for ELLs in K-12 schools.
TE 805P or TE 886PSelect one: Overview of Assistive Technology or Technology Tools for Teachers3
Overview of Assistive Technology (TE 805P): This course examines the applications of assistive technology for individuals with disabilities as it relates to teaching and learning. Existing research with students with special needs will be reviewed and new applications of existing and developing technology will be explored. Technology Tools for Teachers (TE 886P): This course will focus on using technologies in an instructional environment with an emphasis on ethical, human, legal and social issues, methods and skills appropriate to planning and designing learning environments and instructional management methodologies using appropriate materials, methods, resources and curricula for integrating technology.
TE 853AImprovement of Instruction in Early Childhood Education3
This course is designed to present the most recent research literature and teaching strategies as they relate to the curriculum content advocated for young children, with and without exceptionalities, including those from low-income families or who are linguistically or culturally diverse. Students will learn to evaluate curriculum, and to design, adapt, and implement quality instruction for young children with diverse educational needs.
FORL 870PTESOL3
Theoretical foundations and sociolinguistic contexts of ESL teaching.
FORL 800Curriculum Development & Research3
A study in the areas of curriculum design, methodology and testing, plus research methods in all of these fields.
ENG 803Descriptive Linguistics3
An introduction to descriptive linguistics with emphasis on phonology, syntax, and morphology, as they apply to the study of English as a language.
TE 825English Language Learners: Culture, Civil Rights & Advocacy3
The purpose of this course is to provide graduate students seeking the English as a Second Language Endorsement the opportunity to explore the changing demographics underlying the presence of language minority students in the public schools, the acculturation process, the terminology of second language education, immigration issues for English Language Learners students (ELLs), and the federal and state laws that impact ELLs and their families. Special attention is given to identifying the attitudes, skills, and behaviors which the teacher needs to develop a welcoming classroom and school climate in which ELLs can learn and become a part of the community. This course will hopefully transform graduate students to act as effective advocates for ELLs in K-12 schools.
TE 886PTechnology Tools for Teachers3
This course is a general introductory course for using computers and other technology to promote student learning. Students will learn how to integrate computer-based instruction programs into their curriculum and be introduced to electronic library and other on-line resources. In addition, students will investigate other current hardware and software technologies for use in teaching and learning.
TE 816APracticum in Education3
This practicum course requires, depending on the number of credit hours desired, between 40 and 240 clock hours of participation by the student in an educational setting. The specific experiences to be gained and the setting will be determined by the supervising professor and the student.

Tuition & Fees

Nebraska Residents

Per Credit Hour

Tuition
$315.00
Fees
$52.25
Total
$367.25

3 Credit Hours

Tuition
$945.00
Fees
$156.75
Total
$1101.75

Out of State Residents

Per Credit Hour

Tuition
$444.00
Fees
$52.25
Total
$496.25

3 Credit Hours

Tuition
$1332.00
Fees
$156.75
Total
$1488.75
Glenn Tracy, Ed.D.
Graduate Program Chair, Associate Professor

Glenn Tracy is passionate about introducing students to new cultures and encouraging originality and creativity. He earned his doctorate in education from Oklahoma State University in 1989 and has been teaching ever since. Tracy's research interests include a wide range of topics including theology, physics, morality and cryptozoology.

Application Deadlines
  • Fall SemesterJul 11
  • Spring SemesterNov 11
  • Summer SessionsApr 11
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